The role of self‐efficacy beliefs in learning English as a foreign language among young Indonesians

TESOL Journal ◽  
2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Syafi’ul Anam ◽  
Elke Stracke
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Learning English

scholarly journals Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 143-160
Author(s):  
Zsuzsanna Bárkányi
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Course Completion ◽  
Efficacy Beliefs ◽  
Speaking Anxiety ◽  
Research Questions ◽  
Anxiety Levels

AbstractThis paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

An investigation of the structure and role of English as a Foreign Language self-efficacy beliefs in the workplace

System ◽  
2020 ◽  
Vol 91 ◽  
pp. 102251
Author(s):  
Rachel Chauvin ◽  
Fabien Fenouillet ◽  
Stephen Scott Brewer
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Efficacy Beliefs

scholarly journals The Association between Self-efficacy of Saudi Learners and Their EFL Academic Performance

2018 ◽  
Vol 8 (10) ◽  
pp. 1351
Author(s):  
Fakieh Alrabai
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
Sense Of Self ◽  
Foreign Language Learning ◽  
Efficacy Beliefs ◽  
Final Exam ◽  
Learning English

Considering the important impact of individual variables on language learning, this study seeks to highlight the relationship between Saudi learners of English as a foreign language (EFL) sense of self-efficacy about learning English and their academic performance in this language. The self-efficacy beliefs of 221 Saudi EFL undergraduate students whose major is English were explored using a questionnaire, while their academic performance was assessed using final exam scores in four language skills (listening, speaking, reading, and writing). The data gathered were analysed quantitatively. The findings demonstrated that EFL participating students hold very low overall self-efficacy beliefs about learning the English language. They were also low achievers in learning English in general. Moreover, students’ English self-efficacy positively correlated with their language attainment, suggesting that learners’ beliefs about language learning affect their language performance. The findings of the study shed light on the crucial association between Saudi EFL learners’ self-efficacy beliefs and their language achievement. We anticipate that these findings will provide guidelines for the different parties involved in language learning/teaching in the country. These guidelines should address how to help students hold correct beliefs about foreign language learning in order to achieve better EFL learning outcomes.

Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs

2011 ◽  
Vol 22 (2) ◽  
pp. 310-339 ◽  
Author(s):  
Anastasia Kitsantas ◽  
Jehanzeb Cheema ◽  
Herbert W. Ware
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Efficacy Beliefs

The Role of Agency and Threat-Immediacy in Interactive Digital Narrative Fear Appeals for the Prevention of Alcohol Abuse: An Empirical Study Among College Students (Preprint)

2021 ◽  
Author(s):  
Hendrik Engelbrecht ◽  
Nynke van der Laan ◽  
Renske van Enschot ◽  
Emiel Krahmer
Keyword(s):  
Alcohol Abuse ◽  
Perceived Control ◽  
Self Efficacy ◽  
Communication Theory ◽  
Efficacy Beliefs ◽  
Fear Appeals ◽  
Fear Appeal ◽  
Digital Narrative

BACKGROUND Serious games for the training of prevention behaviors have been widely recognized as a potentially valuable tool for adolescents and young adults across a variety of risk behaviors. However, the role of agency, as a distinguishing factor from traditional health interventions, has seldomly been isolated and grounded in persuasive health communication theory. Fear appeals have different effects on intentions to perform a prevention behavior depending on the immediacy of the consequences. Looking into how to increase self-efficacy beliefs for health behavior with distant consequences is a first step to improving game-based interventions for adverse health outcomes. OBJECTIVE The current study investigated the effect of agency on self-efficacy and intention to drink less alcohol in an interactive digital narrative fear appeal. Further, the communicated immediacy of threat outcomes was evaluated as a potential moderator of the effect of agency on self-efficacy. METHODS An experimental study was conducted among university students (N=178). Participants were presented with a fear appeal outlining the consequences of alcohol abuse in an interactive narrative format. Participants either had perceived control over the outcome of the narrative scenario (high-agency) or no control over the outcome (low-agency). The threat was either framed as a short-term or long-term negative health outcome resulting from the execution of the risk behavior (drinking too much alcohol). RESULTS Self-efficacy and intention to limit alcohol intake were not influenced by the agency manipulation. Self-efficacy was shown to be a significant predictor of behavioral intention. Immediacy of the threat did not moderate the relationship between agency and self-efficacy. CONCLUSIONS Although the agency manipulation was successful, we could not find evidence for an effect of agency or threat immediacy on self-efficacy. The implications for different operationalizations of different agency concepts is discussed, as well as the malleability of self-efficacy beliefs for long-term threats. The usage of repeated, versus single, interventions and different threat types (e.g., health and social threats) should be tested empirically to establish a way forward for diversifying intervention approaches.

The Role of Delayed Output on Second/Foreign Language Pronunciation in Children

2021 ◽  
pp. 23-44
Author(s):  
Hana Ehbara ◽  
Martha Young-Scholten ◽  
Jalal Al-Tamimi
Keyword(s):  
Foreign Language ◽  
Classroom Instruction ◽  
Language Teaching ◽  
Computer Assisted ◽  
Training Studies ◽  
Learning English

Effective language teaching can provide children with the satisfaction of succeeding in the challenge of learning a foreign language. All these issues must be taken under consideration when researching children and their teachers. Production training is under-investigated in L2 training studies, and despite the small number of studies with adults, there are very few studies of children. Even fewer attempts have been made to compare classroom instruction with computer-assisted training. The results show that output practice has an advantage over delayed production after only three weeks of training particularly in less marked sounds. Findings also show that learning English before the age of puberty does not warrant accent-free pronunciation.

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